 So awesome. Yes, good. Excellent. Alright, cool. I am Mrs. Johnson and I'm here with Mr. Hansen in the background as well. He'll be moderating the first half of the chat and then we'll be kind of swapping with each other. So this is the first time we've used this tool for a webinar. So bear with us if we have any hiccups or just weird things that happen. But hopefully not. And we're excited that we're able to kind of offer this service to our parents. So it will also be archived, but we wanted to make sure that everything's working on all ends. So Mr. Hansen, do I have the thumbs up? Cool. Okay. So as you, and I'm going to start on time because it's 1.30. So as you may notice, we did a session today called augmenting your digital experience. And it was for freshmen and because all of our sophomores and juniors were taking the PSAT, so freshman actually did four different rotations. One of them was with a panel of seniors. Another one was kind of talking about a little bit of kind of health and wellness. And then another one was a study called and the other one, the fourth session or the fourth rotation was with myself, Ms. Johnson and Mr. Hansen. And it was on augmenting your digital experience. And interestingly enough, nobody noticed that 21 is not the atomic number for gold, but that's okay. It's actually a play because we wanted it to be the graduation year for our students. So again, this is me, Mrs. Johnson on the left and Mr. Hansen on the right. And our email address, we have kind of a collective, you know, we each have individual email addresses, but we also have a collective email address, which is whsedtech at ensic.net. And we offer that to the way we can each answer it a little bit quicker. And we offer it to staff, we offer it to parents and our students as well. And again, just before I start, I wanted to, one, welcome all of you that are listening live to let you know this will be archived. Three, Mr. Hansen is on the back channel right now. So he can be answering questions and kind of feeling anything like that while I go through all this information with you. So we always like to start with the why and kind of tell kids, you know, this is this is really what our objectives are. So our three objectives for this session that we delivered to students was one, how to manage digital distraction. Another one was dealing with digital organization. And then the third was kind of a growing awareness of social media and responsible use. And so I'm going to kind of just start with digital distraction. What was really cool is about a week and a half ago, we sent out an anonymous survey to all students. And what was cool about that is we got over 300 responses from freshmen all the way to, you know, seniors, which was amazing. And there were a variety of responses and we asked them lots of different questions, which are going to be basically sharing with you right now, their feedback. So the first topic was digital distraction. And the question that we asked was what apps or online sites are most distracting to you? And we made it very clear it's not, you know, it wasn't like an I got you or something like that, but we wanted to know what is distracting and then also collect responses on what might be really helpful or, you know, what are ways that students are kind of managing these sorts of things. So this is the data that we received. It is actually proportional. So because it wasn't out of 100 percent, these were all check boxes. So we said, you know, these are all the different things and then they responded. And so the top three you can see are social media, video streaming and text messaging, which aren't too surprising. And then you've got some other ones there as well. And then the next question we asked them are what strategies, if any, do you find helpful when managing digital distractions? Because I think I think it's safe to say that the vast majority of us, even adults suffer with some sort of digital distraction. So it's not so much, you know, do they exist? But how are people managing them and healthy ways to manage them? So we did a little bit of, you know, family feud with the data. And the top three responses were do not disturb, which means they either put their phones in airplane mode or, you know, turn off notifications, something like that. And then another large group of students said they put it in another room. So they physically take the phone and put it somewhere else. And then the other I'm going to actually get into in just a moment. So what was interesting is the other kind of split into two different categories we found on the left hand side. You can see proximity and communication. So some students are kind of advocating for themselves, which is awesome. And saying, you know, hey, boyfriend, girlfriend, you know, sister, whatever, I need to work on something for the next hour. So don't text me, don't interrupt me, you know, things like that. Another thing that people have found really helpful was putting their phone, you know, upside down, also maybe in a backpack versus your pocket. So it's not constantly on you or, you know, charging in a different room. I know both myself and Mr. Hansen talked about this too. Like I physically have to. He said he puts this in his closet when he gets home. I said I end up putting it in my bedroom just so I'm not distracted by it or giving it to somebody else. And then what was also interesting is we asked them, you know, what other things are working, you know, when you're studying or doing different things like that. And one of them was they said they used the StayFocus app to block YouTube or Facebook. Another one talked about 10 minute video break. So we thought that was interesting. You know, it's like, hey, I work for 30, 45 minutes, whatever. And now I'm going to take a 10 minute video break. And the other one I thought was interesting. So I have an eight and a 10 year old child, not obviously eight and 10 year old two children, not the same age. And, you know, my eight year old, I can let him watch a show. And he's like, hey, mom, I'm done. It's fine. The 10 year old, I say, watch one show. And then he's, you know, three shows it. So I know that I have to treat them differently and kind of handle those situations differently. So one of the things that came up was time breaks for games, because a lot of times when kids are playing video games, you know, you'll just start and there's not there's not an automatic, you know, stop and start time. A lot of times the video game just, you know, how many levels you're getting through and things like that. So there are a lot of video games and there are just, you know, within even games that allow you to, oh, hey, I'm just going to play around. And the round is only, you know, five minutes, 10 minutes, things like that. And then you can see, you know, checking phone in between homework, using social media as a reward for finishing it. So those were some other things. I also shared three apps with them. You know, I think, and we, we kind of, Mr. Hansen and I both talked about this, but, you know, we, we graduated high school and college when we didn't really have these distractions. I mean, I had Napster in college and I had a pager in high school. And so it wasn't really until I became, you know, a little bit of AL and instant messenger, but, you know, it wasn't until it became an adult that I had to really deal with all of these digital distractions. And so I think we're all learning too. So the two apps on top are free apps. Moment runs in the background and basically tells you how long you're spending on your device, you know, what you're doing, that sort of thing. Flat Tomato works kind of like the Pomodoro method. So it's that idea of, you know, OK, I'm going to do this task for 20 minutes and then it's going to give me a five minute break and then ask me what's the next task I want to do for 20 minutes and then I can kind of check them off. So it's just a nice way to do that. Forest is a paid app. It's $1.99. I downloaded it yesterday and I really liked it. I thought it was kind of a cool tool. So essentially how it works is you download it on your phone and you tell it, you know, you pick a tree and you tell it, hey, I want you focused for 30 to 45 minutes or however long you want, right, an hour. And then you set it and the tree grows that entire time. And if you make it to the end, then, you know, you get points and all that sort of thing. But if you don't, then the tree dies. I don't know how many people feel badly about killing a digital tree or not. But, you know, there's all this. And then, you know, the more times that you stay focused, you get like better trees, like a candy tree and all this sort of stuff. It sounds silly, but it's one of the number one apps in the app store. And I think it, you know, it works for certain people. And again, we always reiterate it. None of these things work for everybody. There are things that are in a work for one person and not for the other. But we really wanted to share some tools. We also want to talk just about overarching sort of things, especially since, you know, the district has a focus of social emotional learning skills. If you aren't aware of what all of those are, you can check out Castle's site, which is CASEL. And it goes through all of those kind of social emotional learning skills. But something else, you know, we've had challenge success come in and especially if you've seen some of those speaker sessions. And so this was something I kind of brought up with kids. It's the question of what are values, are you, you know, most important to you? And just think about this, you know, is family time really important? Are community, you know, accomplishment? What are your three, you know, five most important values? And then ask yourself this question. How does your current social media, and really you could fill in the blank with current blank, contribute to or hinder you from those values? And we really wanted to stress like social media is not inherently bad or good, just like technology isn't. It's kind of like food, you know, you can have healthy food, you can have unhealthy food. It's not so much the food, it's how much of the food or, you know, the types of food and things like that. And so that's really what we wanted to stress with kids and get them into thinking about. And the other piece that's important is when they're using tech or social media, why are they using it? So I fully admit that I'm a procrastinator. I have always been a procrastinator. And it's just something I've, you know, kind of dealt with my entire life. And so I find sometimes when I'm doing things, it, you know, if I'm watching a lot of Netflix or I'm scrolling through Facebook or whatever, a lot of times I'm doing that as an avoidance behavior because I really need to be doing something else. And so just paying attention, you know, well, when I'm doing these things, am I just sharing something about my family or am I just bored and I don't have anything better to do? And just being cognizant of that is really, you know, half the battle on that. So that was kind of that section. And then we moved into digital organization, which I'm gonna kind of go through. So the top question, and I'm really excited to share this with y'all because I find kind of the data from our students and kind of the way that things, they use certain tools is really interesting. And so one of the questions we asked were, what do you use to organize your assignments, upcoming exams, essays, projects, like you can see right there. And this is similar. Again, this was check boxes, so it's not out of 100%. But what was interesting is 50% of our students, well, 50% of the students who obviously answered the survey, not 50% of our students, but 50% of those who answered the survey said they use a paper planner, which I thought was really interesting. And again, the survey was freshman through senior. So that was interesting information. And then about a fourth of them said they also use Google Calendar. And then that other organizational app is probably my homework. And then some use notes and some use reminders. So that was kind of good information for us to tailor kind of what we were sharing with them. Now, the next bit of information got into what tools are they using and what works. So on the left-hand side, you'll see digital tools. And these are some that students have suggested that they're using Todoist, Trello, Google Keep, OneNote. And then some said they just leave tabs open on their computer or on Safari and then they know those things have to be completed. I personally cannot deal with digital to-do lists. While I think they work for some people, they just personally don't work for me. And so we also taught, and a lot of other students is funny. When I asked just a show of hands, it was a good, I would say at least maybe 30%, 40% of them said they still do a lot of to-do lists by paper in some form or format. So on the analog tool side, you'll see memory, sticky notes, writing on their hand, which I thought was entertaining, especially since I've seen several things written on people's hands, like fish paper do or things like that, folded paper in their pocket. And then if they do have a folder, like one side of the folder would have homework that's due and then the other side of the folder would not or something like that. So the other things we kind of just shared with them were some tips for, since so many of them are using paper in some form or fashion, some tips. So one of them was writing down all upcoming assignments and then adding tests and long-term projects, adding in sports activities, family events, because a lot of times, when you're working on that, you leave that stuff out and then you're like, oh, wow, I don't have time to do X or Y because of that. And then scheduling in blocks of time for homework and then number five, you can see numbering assignments in order of priority. So this was just something else we added in because so many students are using paper planners, quite a few of them are doing some sort of form of bullet journaling or that. And so we wanted to share a few things. These are called mood trackers and habit trackers, especially since we're a very poor historian of what we've done over a month and things like that. Yes, we do have some trackers that will tell you how many steps you walk and things like that, but if you wanted to know how often you read or something like that, that may not necessarily work for those particular tools. So these are some things that people are doing. High school students, college students, all over Instagram as well as professionals are using some of these tools. And the mood tracker on the left-hand side is pretty cool. I'm not that talented to draw that. We'll show you a more simplistic version, but essentially each circle is a different day of the week or number, essentially of the month. And then you have different colors corresponding to feeling or productivity or whatever. And then on the right-hand side is how many steps. And that's just kind of a step tracker. The next one I'll show you is a more simplistic one. You can see on the left-hand side. So you could have, hey, I've got 30 days and I wanna know how often I read or how often I worked on my essay or exercise or things like this. It's really great for visual sort of people. It's also just really great if you have kids who have special needs or something like that, where this just really helps them kind of look at how much they've done and they feel a little bit better seeing it like that. There's another mood tracker on the right-hand side just because it was close to Halloween and Dia de los Muertos, I kind of threw that one in. The last one I share, I think this is fantastic. I talked with students and I said, I live by my to-do list. And if I don't have it, then I'm completely off-kilter for the entire day. But there's a lot of times where you have things on your to-do list that you don't really want to do. My intend to be laundry and going to HUB. Thankfully, there is HUB curbside, which makes it so much easier, but I digress. So this is an easy thing. They can do like a productivity bingo. It's a fun way to gamify it. And they can just highlight ones that they've completed. If they wanna get really fancy with it, then they can, so I got all four corners. I get a stinker's bar or something. They can kind of do their own sort of enticements on that. And I left them with this information. This is how I organize things. And what was really interesting is when I did the session on note-taking with students, which actually will be our upcoming session, we taught note-taking and digital organization to all of our freshmen a few weeks back, I believe. And what was really interesting is about half of all, every time I asked, half of them use a paper planner in some form or fashion, and half of them take notes by hand, or sometimes even more than half. So these are some things that I shared just, I told them, I'm not gonna share anything with you that I wouldn't use or do, or I think this is a good practice. So looking at Google Calendar, looking at my planner, and then I make a list of everything, I highlight things that need to be done as soon as possible. And then I will do a post-it note for that morning of things that I need to get done during the day, and then a post-it note in the evening. And that fudge factor is something kind of interesting. So a lot of times, and I know adults do this, but kids do this as well, you know, oh, it'll take me an hour to do my homework, it'll be fine. And then two and a half hours later, it really took them two and a half hours. So just knowing what that fudge factor is. And sometimes that means anticipating how long something's gonna take, and then actually writing down how long something's gonna take. So then they're aware of, oh wow, every time I say, you know, it's gonna take me an hour, it really takes me two. So my fudge factor, you know, basically times two. So that's just, you know, you kind of get better into time management. Did you have some questions, Mr. Hansen, from anybody in the group before I switch over to you? Cool. I saw you jotting down things on post-it notes. Were you making lists? All right, so that's kind of the information that I kind of front loaded with them. And now I'm gonna let Mr. Hansen take over. We're actually going to physically swap spaces. And he's gonna talk to you about the social media part of this and the cyber bullying. All right. All right, thank you, Lisa. And good afternoon, everybody. Thanks for joining us for this first edition of WHS Tech Talks. We are gonna have our next session next Thursday at 1.30. And then Thursday after that at 1.30. And it will be note-taking on the iPad next Thursday, followed by common sense media and digital citizenship after that. So it'll be sharing some resources and sharing some things that we have shared with your students so you're aware of what's going on at WSEC High School and can help support that at home. So social media is, of course, a part of all our lives these days. And it is definitely a part of your students' lives as we found out through our survey and just from watching our students' day to day. It is something that we've grown into, but it can be also, it is definitely something that our students, your students have known their entire preteen and teenage life. So we talked about some of the positives and negatives and then just some of the facts about social media with your students today. And so I'll share some of those things with you right now. First and foremost, we asked your students, when do you check social media? So we thought this would be a good way to start the conversation about how do students use their time and how do they check it? How do they check their devices? And it was interesting because in the session we had with the different groups, a lot of them were actually checking social media. So it led into the conversation where we had them hold up their phones if they had them in their hands and overwhelming majority did have their devices in hand. And adults included it. So those statistics from the survey were 55% of our students that responded, which was about 320 students out of the 2,800, responded of 55% within five to 10 minutes of waking up. 66% responded within five to 10 minutes of going to sleep. And we did have a conversation about how that can interrupt your sleep cycles, different things about the brightness of a device as well as being engaged in a conversation online and then trying to relax and go to sleep. So I shared with them some tips on hopefully putting down those devices before they go to sleep. 14% of the students actually reported that they do not use social media. So that led into a conversation about what is social media? And it was an interesting conversation about what do we include and what do we leave out? And there was a lot of disagreement about things like text messaging and email. So it can be argued that these things should be included in social media or should not be included. So it was great to have that conversation with the students in there and discuss that. Some other statistics about that, 42% reported checking their social media during class. I'm sure as parents, you'll be interested to hear that. So yes, half of your students are pulling out their phones because they can't access social media on their iPads because of our limitations on the iPads. They're pulling out their phones and keeping them usually under their desks and checking that social media during class. 59% reported checking social media during social activities. And we talked about different groups of students and asked them to be aware and look at that in the next few days of groups of students that are sitting together at lunch and actually not even engaged with one another but actually engaged with their device. And again, not as a bad or good thing, but just to be aware of how they're using social media in their devices. And then the last one we touched on was during family time, about 28%. I shared with them my experiences of being engaged in family time and how in your teenage years it's not always your favorite point, but later on in life, I think we all agree that some of our fondest memories. And so they really felt like there was some connection there and some students kind of perked up to that and encouraged them to put their devices away during that family time. So that families disconnect and are able to connect at the dinner table or on weekends or whatever the case may be. The next item we asked them is what kind of social media apps they use. And so this was the one I was most interested in as always I've been in some sort of education, experiential or public for the last 20 years. And it's always been interesting to see trends with students. And so I hadn't looked at any data like this in the last couple of years from groups I've worked with. So I was interested to see and I did see some different changes. Some things I knew would be true where Snapchat was very popular. I'm myself not on Snapchat, but it is very popular with our youth today. 73% reported that 74% on Instagram so that can connect with that. And then Facebook as I did assume has dropped to 33%. I believe that's more of our age group that is on Facebook. 27% on Pinterest and then only 21% on Twitter. The last time I looked at data like this, I had over 50% of respondents saying they were on Twitter with a high school age group. And that was interesting to see that drop. And so we speculated about why that drop may be maybe Twitter's too politicized these days or too divisive or maybe it's too focused on quote, unquote, adult news. Why you see that drop and why you do see increases and more photo sharing and video sharing such as Instagram and Snapchat. So we did discuss your online profile. So what are these companies? It's a multi-billion dollar industry and so what are the companies that actually doing and what do they get access to? So very few people, I'm sure many of us included actually read the privacy policies of companies when we sign up for social media, when we get the new iOS update, whatever it may be. Some things that you will see in those privacy policies is microphone and camera access. And we discussed when a company has access to that microphone and camera. One privacy policy ago, Snapchat actually listed that they had unlimited access to your microphone and camera even when you were not using the app. Their newest privacy policy has changed to what the norm is for the industry which is microphone and camera access when you're using the app. However, that is not defined. Is it when you get record? Is it when you simply have the app open in the background? And so we discussed that a little bit about situations you may not want a perfect stranger listening to your conversation or looking through your camera and to be aware of that and keep those apps closed when not in use. GPS and data location tracking, we're also a big one. Students started to pick up on this and we started to have a conversation about marketing revenue and how the social media companies actually make all their money. So tracking our location and tracking our GPS data. And again, that being on normally when the app is open of course, Apple being one of the biggest collectors of that data. Likes and clicks, social media companies can actually predict how we are gonna make decisions based on our history of likes and clicks. We talked about how they build profiles of us online and sell those profiles to marketers. So we fit in certain categories or certain demographics and that is a big way advertisers love that information. And so this was a big awareness campaign for our students to understand what exactly they're doing and how what they're doing is used. And the last thing we talked about is a new thing especially with Snapchat, Facebook is that facial recognition and what speculated a little bit about what that could look like in the future. This did prompt some of the students to ask about conspiracy theories that I quickly moved away from. That was at the point of the conversation. It was more to make them aware of things that are going on. Not just passively watching these things happen but to be engaged and to understand what these companies are doing and how those things work. The digital footprint is what we ended with and how students are, a lot of times we'll put far too much personal information on social media including things like their actual birthday, their full given name, where they live, who their friends are and a lot of these things can actually be used by hackers to collect answers to the questions that we use to back up our passwords. So things like where were you born? Who's your best friend? We put the answers to those things on our social media profiles that then hackers can look at and it doesn't take them much to figure out what the answers to those questions are and then they can actually get into our account and take over our account. So we discussed that a little bit again about awareness not to frighten everybody and to stop using social media but to be aware and to be safe and to use it responsibly. The next question we asked is how do you think social media impacts your mood? Which I think this is one you'll definitely be interested in hearing about. How are our students feeling about social media? I'm happy to report that most students did say they were neutral. 48% saying neutral and then between neutral and makes me happy is 30% with 14% reporting makes me happy. A very low number said it makes me sad or angry and we did have that discussion. If social media or anything in life makes you feel sad and angry consistently perhaps you should find a new hobby or something else to do. So we talked about deleting profiles and moving on or at least temporarily pausing profiles until you were able to get a hold of whatever was going on in your life and responsibly using social media and to use it as a positive thing in a way of interacting not a way of driving negative feelings. Some positives of social media we pointed out were entertainment, networking, keeping up with friends and sharing news and events and social issues. And of course some negatives were some of the things that we discussed with that range of emotions envy of others potential for cynicism, potential for depression and a biased version of reality. We discussed the whole rose tinted glasses effect where people do not post the worst picture of themselves or the time that they barely passed a test they will only post the most positive aspects about themselves they will only post the perfect selfie with a perfect filter that they worked hard to achieve. So it is a biased version of reality and while people can definitely celebrate in that online life they shouldn't see it as the end all be all and they shouldn't compare themselves to other people and think that why are these bad things happening to me if no bad things are happening to anybody else. The regrets and lies was a question we added in we were curious to see with an anonymous survey if students had any regrets about posts on social media or would admit that they have told a lie before so we got some interesting data back. The vast majority said no to the regrets on posts. So only a quarter of the students said yes they had a regret about something they posted on. So that was actually, you still don't want a quarter of students regretting but that was pretty good to get back I thought that number would be much higher. However, the lies you had about 40% admitting to lying on social media. We didn't ask specifics about what those lies were that could be an embellishment or something but that is the reporting data we got back on that question. The next section we'll discuss is cyberbullying which as I pointed out to students has been a pretty hot topic in the last few years with some very tragic things that have happened to students because of cyberbullying. Bullying of course has been around since for a long time which does not condone it but cyberbullying has taken on a new aspect and I think we as adults can admit that this happens in our lives as well where adults will get on and troll or harass other adults and without that face to face understanding and without that empathy that for some reason a keyboard and a screen take us away from it gets a little out of hand sometimes and people can be emotionally hurt by this. The first thing we talked about was of course the legal definition according to the Texas Education Code cyberbullying as a person using any electronic communication device to engage in bullying or intimidation. We then pointed out that this is actually a class A or a class B misdemeanor. So majority of the time this is handled at an admin level in a school but if a student were to report it to the police this could be prosecuted as a class A or a class B misdemeanor and many of the students I think emotions and expressions they were surprised to hear this that they didn't realize it was an actual law so that may be something like you might wanna emphasize with your child at home is talking about what is okay and what isn't okay according legally not just value-based but legally according to Texas state law. Some of the statistics that we pulled offline on stompoutbullying.org a website you can visit. 19% of the students that they pulled ages 10 to 17 reported being involved in online aggression and 15% of those admitted to being aggressors with 7% reporting being victims. So you see some crossover in those statistics there. So it appears that some of the victims themselves self-reported as an aggressor. Speculation could say that because they were being cyber bullied they as a defensive mechanism they turn it into the cyber bullier but it's not, we don't know the specifics on that. Also something interesting to point out was and I've seen this in multiple studies that girls are two times likely as boys to be victims of cyber bullying. There's probably many sociological reasons why that is. If you want to look further into that I definitely see that pop up on quite a few studies of social media and the difference between genders. We talked about enabling. So you don't have to just be the aggressor or the victim but there are two types of enabling one being active and one being passive that students can actively enable cyber bullies by liking things that they post by encouraging cyber bullying by laughing about it by taking it lightly and of course there is also passive enabling where the students are seeing the cyber bullying happening but not doing anything about it. And we talked about two different ways of doing that. You don't actually have to go get in a conflict with the cyber bully but maybe supporting the victim and reaching out to them and letting them know that whatever the cyber bully is saying is not necessarily the truth that you support them. So we talked about different ways to do that that don't necessarily involve your child getting in a conflict with the cyber bullies. We also addressed what do I do? So if a student is a victim of being cyber bullied we encourage them to screenshot the harassing messages. The reason for that is not to go back and look at them over and over and brood over them but of course to have a record of what's going on in my experience and working with a high school age group I have seen that many students that are cyber bullies will go back and regret their decisions and delete those posts. So having a record of that is a pretty good idea especially if it is something you're going to report. Resist emotional responses was a big one so don't take that knee jerk reaction and start lashing out back but just to take a moment put your phone down and close the computer and then tell somebody you trust which is the last one. And of course the third one being block and unfollow the cyber bully. If somebody is acting that way to you and you know they're not a friend you know they're doing it out of spite or insecurity or whatever to just block them or unfollow them just to be done with that. We've all been through high school. We all know that sometimes you get caught up in social situations just because of the way your subculture works at a high school level. So sometimes those things are hard to do so we definitely encourage them to tell somebody they trusted. And I also encourage them to tell those people whether they wanted the person to take action or not because sometimes students just need to share in that we were open as well as all Westlake High School staff but definitely to talk to their parents about it is to let them know what's going on and not let them find out on the back end. Another thing that we asked of our students was to tell us what types of online behavior they felt warrants blocking or reporting users. 47 of our respondents said cyberbullying or harassment so that fit pretty consistently with what we're saying here. 28 said inappropriate or offensive content which is pretty subjective but I think students when answered that question probably had a good idea of explicit material things of that nature. Spamming of course they thought 13 of them thought that would should get you blocks in social media and lying only six. So I guess in some cases lying or embellishment is okay on social media just kids in life. I never caught a two foot fish but when I told the story I did. Other things that people said were fake people shaming racism using someone else's work and taking credit for it. So some copyright issues there. Bylaws terms of service so that would be for the specific company sharing offensive content mainly because it reflects poorly on me was a quote we got from a student and I wish reporting spam or hurtful people was easy everywhere. So looking at that and thinking of ways that you can talk to your child about their life their digital life is maybe they're not fully aware of what actions they can take. So having those conversations about maybe not specific well when you're on Twitter you can do this when you're on Facebook you can do this but really reaching out to them and understanding that these things do happen. I mean according to that national study almost a fifth of the respondents reported being involved in some sort of cyber bullying. So one out of five chances your child has been involved in this or might be involved in this in the future. So having some strategy to deal with that and in order to as a victim or if they see a friend cyber bullying or something like that in order to deal with those things or if they see that some things online that they'd like to report how to do those things and empower them to do those things so that we can make it a better environment online for us all. So again we wanna thank you guys for joining our first tech talk Westlake High School Tech Talk. You heard from Lisa Johnson who's coming in camera. Whoop whoop. Wait, wait, wait. Ah. And who discussed some of the digital distractions and organization with you. And of course I'm Chris Hansen discussing social media with you. If you guys have any questions please email us at thewhsedtech.net. We're more than happy to answer questions at any time whether it is about a device or insurance. But of course we love to field conversations about how your students are using devices and things that are going on at the high school. And if there's other topics that aren't on our list because it's just kind of something we're trying out and kind of working through the software and all that but there are other topics that you're interested in seeing. We're happy to kind of add those to this kind of new form of communication that we're using. So. Yeah and we'd love any feedback that you have this being our first webinar and I know some other departments were interested in how this would work. So if you have any feedback please shoot us an email whether it be a thumbs up or constructive criticism about how you think it could go better. We will be doing this next week, next Thursday. Lisa will be leading a session on iPad note-taking that a lot of our students are doing so you can see firsthand how students are taking notes on their iPad and you can help support that at home. And then the following Thursday, November 9th got it written on the wall. November 9th we'll be doing a session on common sense media, a great resource and how it relates to digital citizenship and how we'll be using that at Westlake High School and across the district. Thank you again for joining and hope everybody has a great day.